Replikli Öğretim: Otuz Yıllık Zaman Diliminde Yürütülen Araştırmaların Betimsel Analizi ve Meta-Analizi

Year 2022, Volume: 23 Issue: 4, 961 - 988, 01.12.2022

Nihan Bozkurt , Elif Karabulut , Nergiz Koçarslan , Gül Hayal Korkmaz , Elif Tekin İftar

https://doi.org/10.21565/ozelegitimdergisi.904902

Abstract

Giriş: Otizm spektrum bozukluğu (OSB) sosyal etkileşim, iletişim sorunları ve tekrarlayıcı davranışlar, sınırlı ilgi, etkinlikler olarak iki temel alanda kendini gösteren bir gelişimsel yetersizliktir. Sosyal etkileşim ve iletişim alanında yaşanan güçlükler tanı ölçütlerinden olup otizmin şiddetini belirlemekte kullanılmaktadır. Çalışmada OSB olan bireylerle replikli öğretimin kullanıldığı 1990-2019 yılları arasında yayımlanmış olan hakemli dergi makalelerinin ve lisansüstü tez çalışmalarının tek-denekli deneysel araştırmalar niteliksel göstergeleri açısından değerlendirilerek ve betimsel analizi yapılarak bir senteze ulaşılması ve bu bireylere dil ve iletişim becerilerini öğretmek üzere bilimsel-dayanaklı bir uygulama olup olmadığının ortaya konması amaçlanmıştır.
Yöntem: Söz konusu çalışmalara ulaşabilmek için elektronik ortamda taramalar yapılmış, ulaşılan çalışmaların kaynakçaları gözden geçirilerek elle tarama yapılmış ve 54 çalışmaya ulaşılmıştır. Dâhil etme ve dışlama ölçütleri açısından çalışmalar değerlendirilerek 45 çalışma niteliksel gösterge analizine alınmıştır. Bu kapsamda 38 çalışma “model standartlarını karşılayan ve koşullu karşılayan” çalışmalar olarak değerlendirilerek görsel analize alınmıştır. Görsel analizde ise, 34 çalışma (%76) “güçlü ve orta düzey dayanaklı” çalışma olarak değerlendirilmiş, bu çalışmalar betimsel analiz ve etki büyüklüğü analizine alınmıştır. Betimsel analiz sürecinde ise çalışmalar demografik, yöntemsel ve sonuçlarına ilişkin parametreler açısından analiz edilmiştir.
Bulgular: Analizler, replikli öğretim ile farklı yaşta bireylere çeşitli iletişim ve etkileşim becerilerinin öğretilebildiğini göstermektedir. Etki büyüklüğü analizleri sonucunda, 19 çalışmanın (%55.9) “güçlü etkili”, 11 çalışmanın (%32.3) “orta-güçlü etkili” ve 4 çalışmanın ise (%11.8) “zayıf etkili” çalışmalar olduğu görülmüştür.
Tartışma: Bu bulgulardan hareketle, “5-3-20 kuralı” dikkate alındığında replikli öğretimin farklı coğrafyalarda, farklı araştırmacı grupları tarafından OSB olan bireylere iletişim ve etkileşim becerilerinin öğretilmesinde “bilimsel-dayanaklı bir uygulama” olduğu ileri sürülebilir. Bulgular tartışılarak, araştırmacılara ve uygulamacılara önerilerde bulunulmuştur.

Keywords

replik, replikli öğretim, replik silikleştirme, otizm spektrum bozukluğu, otizm, sosyal etkileşim becerileri

Supporting Institution

Bu araştırma Tohum Türkiye Otizm Erken Tanı ve Eğitim Vakfı tarafından desteklenmiştir.

Thanks

Araş. Gör. Orhan Aydın’a araştırmada analiz edilen çalışmalardaki verilen dijital platforma alınması ve etki büyüklüğü hesaplamaları konusundaki katkılarından dolayı teşekkür ederiz.

Thirty Year Review and Meta-Analysis of Script Fading Procedure

Abstract

Introduction: Autism spectrum disorder (ASD) is a developmental disability characterized by significant difficulties in social interaction and communication problems and presentations of repetitive and restrictive behaviors, interest, and activities. This study aimed to synthesize the peer-reviewed journal articles and unpublished graduate theses designed by single-case experimental research investigating the effects of script fading procedure to teach children with ASD. The search period was between 1990 and 2019. The researchers evaluated these studies by using the quality indicators suggested by Kratochwill et al. (2013). Then the researchers calculated the effect size of the studies which met design standards (MS) and met design standards with reservations (MS-R).
Method: The researchers conducted electronic search and manual search to obtain the studies and located 54 studies. Studies were evaluated for inclusion and exclusion criteria, and 45 studies were analyzed for qualitative indicators. The researchers located 38 studies as "MS” and “MS-R” and subjected to visual analysis. Of 38 studies, 34 studies (76%) were found to have “strong evidence” and “moderate evidence”. These studies were analyzed descriptively and quantitatively.
Findings: The analyses show that various communication and interaction skills can be taught to children at different ages with the script-fading procedure. Nineteen studies (55.9%) were found to have a "strong effect," 11 of the studies (32.3%) as "moderate-strong effective," and 4 of them (11.8%) as"small effect."
Discussion: Considering the “5-3-20 rule,” it can be argued that the script-fading procedure is an “evidence-based practice” to teach children with ASD. Implications for researchers and practitioners are discussed.

Keywords

script, script fading procedure, script fading, autism spectrum disorder, autism, social interaction skills

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